文章基本信息

标题：Arguing for the Use of Portfolio in L2 Classrooms
本地全文：下载
作者：Hashemian, Mahmood ; Azadi, Ghasemali
期刊名称：Theory and Practice in Language Studies
印刷版ISSN：1799-2591
出版年度：2011
卷号：1
期号：5
页码：501-506
DOI：10.4304/tpls.1.5.501-506
语种：English
出版社：Academy Publisher
摘要：Pursuing the traditional assessment in education has been a subject of considerable debate among educational experts particularly in language teaching. Depending on the needs of societies, suitable facilities, the purposes of the curricula, and highly educational demands, alternative assessment has been considered to meet the required outcomes. Portfolio, the most well-known of alternative assessments, is generally considered a purposeful collection of student work that shows the student’s effort, progress, and achievement in a target area as it not only provides a source for assessment but also enhances learning opportunities. Teachers, students, and researchers need to be well briefed on the benefits of portfolio in the classrooms. However, portfolio is not a perfect assessment tool specially with respect to grading on a large scale, its subjective design, logistic application, and reliability. To enjoy a probable foolproof assessment in language teaching, newer methods and approaches that assist a better and more authentic assessment should be welcomed.
关键词：traditional assessment; alternative assessment; portfolio